Does Jewish Schooling Matter

By Geoffrey E. Bock

American Jewish Committee (AJC), January 1977

The author analyzes the role of Jewish schooling in the overall process of Jewish identification in American society, basing his findings on data from the National Jewish Population Study undertaken by the Council of Jewish Federations and Welfare Funds (now United Jewish Communities). The author finds that while Jewish school is an important factor in building Jewish identity, it is never the most important factor. (Family, for example, exerts consistently greater influence, the author explains.) Among many other conclusions, the author finds that time spent in Jewish classrooms has the greatest impact upon those individuals least likely to attend Jewish schools, and that day schools are not qualitatively better than supplementary schools, but more quantitatively efficient. (At least 1,000 hours of Jewish instruction are needed to substantively affect Jewish identification.) The author explores policy implications of all these findings.

Topic: Continuity, Day Schools, Part-Time (Supplementary) Schools, Sunday Schools, Hebrew Schools, Jewish Continuity, Identity Formation

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Genre: Report

Coverage: United States

Language: English

Copyright Information: Download for personal use, freely distribute link

Bibliographic Information:
Bock, Geoffrey E. Does Jewish Schooling Matter. American Jewish Committee (AJC). January 1977:


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